Personal statement

I have taught in four different schools (Gidea Park College in Gidea Park, Hilldene in Harold Hill, Buxton School in Leytonstone and Crowlands in Romford) as part of the school based training for the PGCE course at University of East London. In addition to teaching at KS1 and KS2 to all ability groups, I have taken responsibility in promoting maths as this is my specialised subject by helping in booster lessons, setting up a twice weekly lunch club to assist children who find maths challenging and advance those who find it easy.

During taught lessons at UEL, I have had CEOP training which helped me during my first placement as I frequently came in contact with vulnerable children. I was better equipped to adapt my teaching style to suit the situation so I became more approachable and sympathetic.

During my first placement, I regularly planned and delivered my own lessons using an Interactive White Board and Powerpoint. I assisted with parents’ evening and I attended an after school seminar on safeguarding young people and on SHINE (a project for gifted and talented students, from a low socio-economic background). I also assisted the class teacher with the local library trip by supervising a group of children during the walk to/from school which involved crossing several roads and in helping them to select their books. In a series of maths lessons I planned and delivered, the children learnt about research, advertising, budgeting and profit and loss. This was a series of practical lessons which they enjoyed as it brought the outside world into the classroom. From their market research, they set up a set of questionnaires, using the feedback they produced and sold bookmarks and coasters. The proceeds were given to a charity of their choice.

During my second placement, I have assisted in lunchtime and after school activities and I supervised a group of childrens’ visit to the Tower of London where we discussed the history and several facts about the tower. When I marked the books and feedback to the children or parents it has been really useful to know how they feel about the topic and this helps me target children more effectively in class. My colleague and I taught a series of cross curricular (Science, English and Maths) lessons on the solar system. After the topic was complete, the children were asked to give a presentation on the Lunar theme park which they designed and budgeted. This was recorded on iPads. We modelled the features of a presentation using PREZI which the children and class teacher found amazing as they had not come across this resource before (I learnt about PREZI during ICT taught sessions at UEL). The class teacher mentioned the lesson to the head teacher of the school, who commented on how favourably impressed she was.

In my current placement, I plan my lessons and resources. I ensure the children are engaged and learning all the time. I have high expectations both from myself and the children.

When the children are in my class they know my expectations. If they are listening to me then they can follow and maximise their learning. I use Assessment for Learning (AFL) to enhance learning and improve the rate at which pupils’ progress. I use mini-whiteboards, thumbs up/side/down, talk partners and a traffic light system to assess if they have understood the learning.

I ensure that pupils with special needs are close to me so that I am available to offer additional guidance at any time. By using engaging IWB resources (bright colours, key words covered up, illustrations), I ensure they are all engaged and well behaved.

I keep the lessons fast paced and lively so there is no wasted time which encourages promotion of progression and limits disruptive behaviour.

I am encouraging my year 6 focus group to self assess and think more carefully about their learning.

In guided reading, we are reading ‘Tom’s Midnight Garden’. I have prepared letter writing and comprehension work for my focus group with the aim of improving their spelling and vocabulary. After reading each chapter, I ask them to highlight words with meanings which are new to them and they record these in their reading record books. I ask them to try to use some of these words in their next written work.

As part of my developing skills as a teacher, I have gained wider knowledge and experience of curriculum development, assessment, monitoring pupils’ progress and recording vital information on students at KS1 & KS2. I am monitoring the teaching and learning by observing my mentor as well as teachers’ and colleagues’ teaching, providing constructive feedback and looking at pupils’ work in class.

I am actively involved in the pastoral care of the pupils in Year 6. I have built up an excellent working relationship with all pupils in Year 6 that they would not hesitate to approach me if they have any concerns. I believe myself to be a caring, hardworking and a dedicated team worker with good communication and managerial skills. I know I can contribute well to raising young people’s academic achievements as well as social development in an establishment where moral values are highly regarded.

I have also developed organisational and managerial skills from my role as an accountant, risk administrator and business manager.Personal skills such as sketching, reading, writing, project work and cookery are proving additionally valuable in my work as a teacher.